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PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM

The document discusses pilot testing, monitoring, and evaluating curriculum implementation. It describes pilot testing as gathering empirical data to determine if curriculum materials are useful, relevant, reliable and valid. Monitoring ensures the curriculum is accomplishing its intended purposes and is still effective through periodic assessments. Evaluation refers to systematically judging the value, effectiveness and adequacy of a curriculum through examining its process, product and setting. This leads to informed decisions about curriculum improvement and implementation.

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PILOT TESTING, MONITORING and EVALUATING the IMPLEMENTATION of the CURRICULUM
PILOT TESTING OR FIELD TRY -OUT This process will gather empirical data to support whether the material or the curriculum is useful, relevant, reliable and valid. Most field testing or try out follow some form of research designs.
Using the principles of curriculum writing and backed up by the content specialization of the writers and the consultants, the modules were written. The printed modules were reviewed by the consultants and peers, however, there was a need to try out or pilot test the activities and the field practicals by the users who are the student themselves. The try out or pilot testing assures the teachers and the schools that indeed the curriculum materials are ready for printing and distribution.
Modification and revision are inherent characteristics of a curriculum. The pilot test or try – out is a developmental process that gives the signal as to whether the particular curriculum can already be implemented with confidence.
Curriculum Monitoring Monitoring asks the question: How are we doing? Is the curriculum accomplishing its intended purposes? Monitoring is also important to determine is the curriculum is still relevant and effective. Monitoring is a periodic assessment and adjustment during the try –out period. It is like formative evaluation. It determines how the curriculum is working, such that the monitoring report becomes the basis of a decision on what aspects have to be retained, improved or modified. Monitoring also provides decision that would even end or terminate the program. Usually, monitoring is done by the module writers, curriculum experts or outside agencies. It is very important aspect of curriculum.
Curriculum Evaluation Curriculum evaluation as part of total educational evaluation refers to a systematic process of judging the value, effectiveness and adequacy of a curriculum: its process, product and setting will lead of informed decision. Evaluation should be useful and systematic. The information gathered should be important for the improvement of and for final judgment of the curriculum being evaluated.
1. School – Based Evaluation Is an approach to curriculum evaluation which places the content, design, operation, and maintenance of evaluation procedure in the hands of the school personnel. The school personnel participate in the planning and conduct of school evaluation activities. It is a participative evaluation where the control and management of the process rest on the school personnel themselves.
Some advantages of the School – Based Evaluation include the following: 1. Accountability is shared by all, hence bias and conflict are minimized. 2. School personnel develop evaluation skills. 3. The real concerns of the school community are addressed by the evaluation. 4. Broad participation of school personnel provide opportunities for building school cohesiveness. 5. Provides reliable and valid information on curriculum, resources and general school functioning .
2. Accreditation This is a voluntary process of submitting a curricular program to an external accrediting body for review in any level of education: basic, tertiary or graduate school to assure standard. Accreditation studies the statement of the educational intentions of the school and affirms a standard of excellence.
1. Curriculum and program of studies Program of studies includes the clusters of knowledge, skills, attitudes, values and experiences that will provide students at any level with the necessary competencies for effective learning. A list of subjects or courses to be taken and arranged in a logical order compose the program of studies.
2. Classroom Management For effective instruction, the use of appropriate classroom management is suggested. The teacher who implements the curriculum sees to it that management of teaching and learning in the classroom follows procedure and guidelines to enhance and create an environment conducive to learning. An environment conducive to learning considers the physical factors such as classroom physical arrangements, ventilation, lighting, cleanliness while human factors include the teachers’ attitudes , students responses, teacher-students interactions. A good classroom management provides opportunities to develop independent lifelong partners who uphold and observe democratic practices.
3. Instructional Processes or Methodologies How to translate action into the written and planned curriculum is a concern of instruction. How should a lesson be taught? What teaching methodologies should be used for particular type of learners? Is there a fit or match between the lesson objectives set? Has teaching or methods of delivery accomplished the objectives set? The decision of choosing and using the method of teaching and using the method of teaching is a crucial factor in curriculum and instruction. There are varied teaching methodologies that are compatible with the different learning styles of the student . These emerging strategies of teaching follow principles and theories that enhance learning outcomes.
4. Graduation requirements Graduation means successful accomplishments of the curricular program of studies. A student has to accomplish its academic program as prescribes in the program of studies mentioned earlier. These requirements are clearly understood upon enrollment in college by the students and by the parents for students in the elementary or high schools.
5. Administrative Support for Effective Instruction A curriculum can be best implemented if there is support of the school administration. In fact a school principal for example has a distinct responsibility of a curricular manager or manager of learning. Quality instruction should be sustained by requiring needed instructional materials, high quality of examination questions and other support for effective instruction.
6. Evaluation of Academic Performance In curriculum, it is necessary that learning outcomes be evaluated. After all the best measures of a curriculum is the learning outcome of the students. The evaluation of students' performance should make use of valid and reliable tools which are periodically reviewed and revised. Students should be informed and be clarified about the grading system as well as the standards used.
Reported by: Maria Elenita A. Calvadores Lorena Yarso Noel Tilaon